When teachers use videos, films, Web sites, popular music, newspapers, and magazines in the K-12 classroom or when they involve students in creating media productions using video cameras or computers, they may aim to motivate students’interest in the subject, build communication and critical-thinking skills, encourage political activism, or promote personal and social development. This article reviews teachers’motivations for implementing media literacy in K-12 education, focusing on current efforts in elementary education, secondary English language arts, and media production. An overview of statewide media literacy initiatives in Texas, Maryland, and New Mexico is provided, and the author examines some public anxieties concerning the uses of popular media in K-12 classrooms and makes recommendations for future research.
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